ACTION COMPONENT
District Name
School Name
Student Achievement
X School
Preliminary
Component Manager
Current Date
Lewis County
Laurel Elementary
District
Revised
Jerry Bloomfield
June 2004
Priority Need
Goal
Laurel Elementary CATS Assessment data indicates:
Assessment data will reflect:
2004
2007
Academic Index
77.1
84.9
4th and 5th grade students proficient in all content areas
75.0
85.0
Percent accountability grade students (3rd and 6th) below 50
percentile
36.7
25.6
Percent Novice
14.2
10.1
Percent novice among females
30.5
(3% gap)
15.3
(1.5%
gap)
35.5
17.8


Academic Index of 72.5
!00% of 4th & 5th graders scored proficient on the writing
portfolio.

66% of 4 and 5 grade students scored proficient in one or more
content areas (excluding writing).

19% of accountability grade students (3rd and 6th) below the 50th
percentile.

th
th
16.15% novice

61% novice among females (6% gap)

71% novice among free/reduced lunch participants

Percent novice among free/reduced lunch participants
Did not meet AYP in 2003 due to Other Academic Indicatorsmeet 3 of 4 goals (75%).

Math scores dropped to 59.8 – state mean 67.7.

Reading Scores dropped to 69.7 – state mean 83.5.
Causes of the Need
Objectives For Reaching the Goal
Curriculum:
By the end of the 2007 school year:
1.
Curriculum standards are not completely connected across all
levels, allowing unnecessary overlaps and gaps in what students
learn as they move from level to level and from school to
school.
2.
Curriculum is aligned with state standards such as the Learner
Goals, Core Content for Assessment, and the Program of
School Consolidated Plan •
1. Professional development sessions to address instructional methods, performance
standards, ways to meet individual student needs and content will be scheduled
throughout the School Improvement Plan time frame to refine curriculum standards to
avoid unnecessary overlaps and gaps in student learning during transitions from level to
level. (#1, #4, #6, #7, #9, #10, #11)
2.
Component • Page 1 of 15 • Draft of 3/6/16
LES certified staff will have time to examine student work, plan instructional
strategies to continue and expand curriculum instructional programs, discuss
Studies but is not completely refined.
assessment tasks and authentic assessment opportunities and fully implement the
improvement plan activities to reflect real-life applications and student achievement
needs. (#4, #2)
Instruction:
3.
Instructional practices and learning activities are not fully
aligned with school, district, and state assessment expectations.
4.
At-risk students need adequate access to additional assistance
beyond their initial classroom instruction.
5.
Technology is incorporated on a limited basis into classroom
use.
6.
Instructional time needs to be analyzed to maximize individual
student learning.
3.
Identified LES students will have access to additional assistance beyond their initial
classroom instruction through Title I, ESS, Gifted/Talented, one-to-one reading
tutors, speech therapy, occupational therapy, physical therapy, mental health therapy
and services provided by the school nurse to reduce student learning barriers. (#4,
11)
4.
Use of technology as a learning tool will be reflected in student use/achievement.(#5)
5.
Instructional time will be refined to allow for maximum student learning. (#6)
6.
Student work samples will reflect evidence of varied instructional strategies to
address individual learning styles and frequent, rigorous assessment opportunities that
are aligned with performance standards and indicators. (#3, #5, # 8, #10, #12)
7.
Students will understand academic expectations and proficiency level requirements.
(#9)
Standards and Assessments:
7.
Classroom assessments of student learning are not sufficiently
frequent, rigorous and aligned with Kentucky’s Core Content
for Assessment.
8.
Students cannot adequately explain the academic expectations
in each class and what is required to be proficient
8.
More LES parents will become involved in the development of their child’s
educational plan through increased home/school communication. (#13, #14)
9.
Improving system for analyzing samples of student work to
inform instruction and assess student progress but needs
refinement and practice.
9.
LES will adopt a standards based math program K-6 that will be fully implemented in
all grade levels. (# 16, 8, 6)
Student/Community Needs:
10. Barriers to learning for some students still exist.
10. Special needs students will be provided with a special needs teacher to address their
individual education plan and collaborate with regular education teachers to provide
continuous, consistent service. (#15, 10, 12, 10)
11. Students will be provided core content/POS in specific grade groupings. ( #16, 8, 6)
11. Staff do not yet have the full knowledge they need on ways to
meet individual student needs.
12. School does not adequately support students making a
transition from one level to the next.
13. Families/community have not been made full, active partners in
educating all students.
Academic Areas:
14. Do not have a consistent, standards based math program
in school/district.
School Consolidated Plan •
Component • Page 2 of 15 • Draft of 3/6/16
15. Declining enrollment and increase in number of special needs
students affect scores.
16. Multiage grouping patterns in 4/5 and 5/6 split classes inhibits
complete coverage of core content especially in the reading
core content.
Evidence of Causes
Measures of Objectives (Practice and Results)
1a. KY Core Content data
1a. Laurel Elementary staff will review and refine the aligned curriculum to identify and
address overlaps and reduce gaps in student achievement by 50% during the 2002-04
biennium

55.75% of students scored below proficient level in one or
more content areas
1b. Students scoring below state standard in content areas:

Reading-57.9%

Math-70%

Science-57.9%

Social Studies-50.9%

On DemandWriting-89.5%

Portfolio Writing-0%

Arts/Humanities-80%

Practical Living/Vocational Studies-48.9%
School Consolidated Plan •
1b. PD logs and teacher growth plans will reflect adequate training and support in all content
areas.
1c. Individual RAP sheets, IEPs, and remediation plans will reflect efforts to reduce
achievement gaps among free/reduced lunch participants and special needs students.
2a*. Staff will continue to implement and expand curriculum instructional programs, authentic
assessment opportunities and reduce achievement gaps by 50% as measured by 2004
CATS.
2b*. All LES staff will develop and implement four (4) standards-based interdisciplinary
units to address state learning goals and assessment expectations as measured by 2006
CATS.
2c. Standards based units, student work samples, and lesson plans will indicate full
implementation of CP activities as monitored by the principal.
3a. Comparing the 2003 and 2006 support staff roster, the number of LES students who will
have access to additional assistance beyond initial classroom instruction through various
Component • Page 3 of 15 • Draft of 3/6/16
support programs and staff will increase by 30%.
1c. CATS Desegregation data:

61 % of females scored novice in one or more content areas

55% of males scored novice in one or more content areas

71% of free/reduced lunch participants scored novice in one or
more content areas
1d. STAR Assessment data:
35.8% of students (grades1-6) are reading below grade level
2a. See “1a”
3a. CTBS data: 47.6 % of accountability grade (3 rd and 6th ) students
scored below the 50th percentile
3b. No data available to evidence lack of assistance beyond initial
classroom instruction.
4a. According to teacher interviews, 80% of staff need additional
professional development in using technology to enhance classroom
instruction.
4a. Classroom instructional staff trained in the implementation of technology in classroom
instruction and the use of technology during instruction will increase as evidenced by
lesson plans, student work samples and principal observation during the 2002-04
biennium.
4b. Student assessments and work samples will reflect state assessment expectations as
evidenced by lesson plans, assessments, and student performance.
5a. The instructional schedule at LES will be amended to reflect maximum student time as
evidenced by Master Schedule beginning 2004-05 school year.
6a. By January, 2005 the faculty will have documentation of providing a minimum of 5
authentic assessment opportunities per classroom.
6b. Student work samples will continue to be analyzed by staff at the end of each 9 week
grading period to reflect standards/indicators, student learning styles and varied
instructional strategies throughout the school year.
7a. According the 2004 CATS student questionnaire and the student survey, the number of
students who understand proficiency requirements will increase by 10%.
4b. Assessment samples, rubrics and lesson plan review does not always
show evidence of state assessment expectations.
7b. School committee will develop a school-wide policy to set standards for analysis of
student work samples to guide instruction and assess student interim progress by Fall
2006.
5a. The master schedule does not completely reflect a maximum of
time on student achievement.
8a. School administrators will continue to document services to students reflecting efforts to
respond to emotional, social and physical problems.
6a
9a. Professional development records will reflect teacher training in strategies to work with
multiple intelligences and learning styles.
No evidence available
6b. Student work samples, assessment samples and classroom
observations do not indicate frequent, quality authentic assessment
opportunities at all grade levels.
7a. Student questionnaire and student survey shows evidence that
students are not aware of proficient requirements.
10a. Exit criteria will be developed by district committees for each grade level, sent to
parents, and communicated clearly to faculty and students by 2006.
9a. Parent and community involvement will increase by 5% as measured by committee and
parent activity rosters.
7b. No school policy on analysis of student work samples to inform
instruction and assess student progress.
8a. Documentation of student emotional, social, and physical
problems are recorded with school administration.
9a. Teacher interviews and survey data show that there is a need for
School Consolidated Plan •
Component • Page 4 of 15 • Draft of 3/6/16
professional development addressing individual student learning
styles.
10a. No exit criteria at each grade level.
10b. According to Effective Schools Survey, PTO, Parent/Teacher
Conference sign-in sheets, all parents do not feel they are full active
partners with the school.
School Consolidated Plan •
Component • Page 5 of 15 • Draft of 3/6/16
Objective 1: Professional development sessions to address instructional methods, performance standards, ways to meet individual student needs, and subject
content will be scheduled throughout the Consolidated Plan time frame to refine curriculum standards to avoid unnecessary overlaps and harmful gaps in student
learning during transitions from level to level.
Activity
Measure
Responsible
Start
End Date
Cost
Fund Source
Person
Date
District sponsored training will be provided for staff to reviewand refine
the curriculum, to expand curriculum maps to include core content/POS,
essential questions, skills/knowledge, resources and assessment, revise
course matrixes to eliminate overlaps and achievement gaps, and to
develop exit criteria for all grade levels.
1a, 1b 3a
Provide four ½ days of released time to analyze CATS data through the
collaborative inquiry process, revise the school improvement plans, and
to plan and reflect on assessment practices.
1a, 1b, 3a,
3b
Instructional
Supervisor
July 2004
On- going
SEEK
PD Funds
Principal
Teachers
Instructional
Supervisor
Oct., Jan.,
and Feb.
2005
Feb. 2005
SEEK
Summer
2004
June 2005
SEEK
Principal
Summer
June 2005
Teachers
2004
Principal
July 2004
On going
Principal
June 2005
On-going
SEEK
Principal
Summer,
2004
On going
PD Funds
Certified Staff
Teachers will participate in training on “Differentiated Instruction” to
address individual student needs and reduce achievement gaps.
PD
Coordinator
PD Funds
DFP
School committee will develop a school literacy plan K-6 to increase
student reading achievement and promote a climate for reading success
based on the PERKS document.
Staff will continue to develop standards based units based on policy
that includes:
3b
SEEK
PD Funds
NA
SEEK
A. Timeline for rough drafts and final drafts
B. Feedback from principal
C. Implementation date
D. Follow-up procedures
Teachers will have flexible professional development opportunities in online training such as KET, Annenburg, etc.
Teachers will participate in content related PD as determined by the
individual growth plan and have the opportunity to attend KDE, ASMP
and ARSI summer academies, KEDC sponsored sessions, and
state/national professional conferences.
School Consolidated Plan •
1a, 3b
Component • Page 6 of 15 • Draft of 3/6/16
PD
Coordinator
Primary teachers will have the opportunity to participate in all district
provided Reading First professional development trainings starting in
summer of 2004 and will be encouraged to attend the Reading First
Institutes in the summer of 2005.
District
Reading First
Coach
Summer
2004
June
PD Funds
2012
SEEK
SEEK
Training will be provided to teachers on the use/implementation of new
math adoption kits/materials.
1a, 3a
Program
Consultants
Summer
2004
Summer
2005
Faculty will chose two (2) research based instructional practices to
implement school wide each year. Faculty will implement strategies and
provide feedback to colleagues during team planning. (job-embedded
PD)
1b, 3c,
Certified Staff
Fall, 2004
On going
NA
Principal
SEEK
PD Funds
Teachers will have the opportunity to visit/observe reading instruction at
KRP demonstration sites.
Principal
August
2004
June
2006
PD Funds
Teachers will participate in 3 hours of training in
“Inclusion/Collaboration” strategies to address the goals of special needs
students and to differentiate instruction for all students.
DOSE
August
June 2006
SEEK
Teachers will participate in technology training determined by needs
assessment that reflects the use of technology to increase student/teacher
utilization in classroom instruction/projects.
Technology
Staff
2005
August
2004
PD Funds
On-going
SEEK
PD Funds
LES certified staff will have time to examine student work, plan instructional strategies to continue and expand curriculum instructional programs,
discuss assessment tasks and authentic assessment opportunities, and fully implement the consolidated plan activities to reflect real-life applications and student
achievement needs.
Objective 2:
Activity
Measure
LES staff will review, revise or develop policies addressing:

Curriculum standards and assessment

Portfolio scoring, analysis and instruction

Evaluation of performance levels

Instructional practices

Homework

Student assignment to classes and programs

Staff time assignments

ESS

Writing

Professional development
1a, 3a, 3b,
3c
School Consolidated Plan •
Component • Page 7 of 15 • Draft of 3/6/16
Responsible
Person
Principal
Start
Date
Fall,
2002
End Date
Cost
Fund Source
June,
2007
NA
NA

Using student data when planning
Reading:

Full implementation of the Four Blocks framework will continue as
a two hour uninterrupted block for Primary students and will be
scheduled throughout the school day in intermediate grades.
3a
Certified staff
August,
2004
On going
SEEK

Teachers will continue to integrate Lightspan activities into their
guided reading and working with words blocks in grades 2 and 3.
3a
Certified staff
August,
2004
On going
SEEK

All students below grade level will have a Reading Action Plan
developed and monitored twice each year.
3a
Certified Staff
August,
2004
On going
NA

All students grades P2-6 will continue to participate in the
Accelerated Reading Program.
3a
Certified Staff
Librarian
August,
2004
On going
Title VI Funds

Instructional assistants will provide one-to-one assistance to
struggling students.
Principal
August,
2004
On going
4a
Title I Funds
General Funds

Increase the number of parent volunteers to assist with one-toone reading.
4a,9a
Principal
Fall, 2004
On going
NA

Skills Connection and Classroom Connection will be utilized to
provide students will grade level reading practice and assessment
3a, 5a
Principal
Certified staff
August,
2004
On going
NA

Use specific Marzano strategies to assist students with
organizational and higher order thinking skills, study skills and
classroom procedures.
Principal
Staff
August
2004
June
2005
NA
August
2004
NA
Incorporated information and strategies from Reading First
trainings to improve reading instruction in five areas: phonetic
awareness, phonics, fluency, vocabulary, and comprehension.
Primary
Teachers
On-going


Certified staff
August
2006
On-going
SEEK
Reading exiting standards will be used to design instruction and
provide for individualized reading instruction

Design units of study and lesson plans that cover the core content
in grades 4-6 based on specific grade groupings and creative
scheduling.
4-6 teachers
August
2004
On-going
SEEK

Use content reading strategies in grades 4-6 to provide students
with skills to effectively read/understand a variety of reading
genres.
August
2005
On-going
SEEK
4-6 teachers
School Consolidated Plan •
Component • Page 8 of 15 • Draft of 3/6/16
Math:

Continue the 75 minute math block for all students grades P2-6.
1a, 3a
Certified Staff
August,
2004
On going
SEEK

All students will receive math instruction (based on KY Core
Content for Assessment and refined curriculum maps) that will be
monitored by the principal on a regular basis.
1a, 3a
Certified Staff
August,
2004
On going
SEEK
All students will be engaged in a variety of learning experiences
designed to develop mathematical discovery/reasoning and will be
taught to use multiple problem solving strategies and to apply such
strategies to routine and non-routine math problems.
1a, 3a
Certified Staff
August,
2004
On going
SEEK
Application of mathematical concepts to other subject areas and to
the real world will be a part of daily math instruction in all
classrooms.
1a, 1b, 3a
Certified Staff
Instructional
Supervisor
On going
District PD Funds
June
2005
SEEK
ARSI Funds




Staff will use manipulatives to explain math concepts for each bullet
in the Core Content/Program of Studies at their respective grade
levels.
Students will use a variety of instructional resources, concrete
objects and technological tools (calculator, computers, etc.) to
develop their mathematical knowledge.
1a, 3a
Certified Staff
ARSI
Consultant
August
2004
1a, 3a, 5a
Principal
August
2004
On going
Instructional Funds
Textbook Funds
9a
Principal
Certified Staff
August
2004
August,
2007
SEEK
1a, 3a, 4a,
Principal
Certified Staff
August,
2004
On going
SEEK
Certified staff
August,
2004
On going
PD Funds

Community resource people will be invited and scheduled to share
with students the use and importance of math in their job/life
throughout the CP time frame.

Classroom instruction will include a developmentally appropriate
balance of preteach/teach/reteach, review, guided practice,
monitored classwork and independent homework.

Teachers will emphasize the application of mathematical concepts to
other subject areas and to the real world will be a part of daily math
instruction in all classrooms. This will be listed as a strategy when
teachers develop instructional units.
1a, 3a

The school math program will move from a skills based instructional
model to an inquiry/project based reflected in units of study.
1a, 3a, 3b,
3c

K-6 teachers will adopt a standards based math program.
School Consolidated Plan •
Fall, 2004
Component • Page 9 of 15 • Draft of 3/6/16
Principal
August,
2004
On going
PD Funds
Teachers
Spring
July 2004
Textbook Funds
Principals
2004
August
2004
Teachers
August
2004

School will supplement math program with necessary supplies to
fully implement program K-6.

Teachers will fully implement new math program to increase
student’s math proficiency.

Teachers will work with ARSI math consultant to increase
mathematical content knowledge and strategies to implement new
math program
Instructional
Supervisor
Math teachers will meet as a district to review math program,
implementation strategies, concerns, problems and solutions.
Instructional
Supervisor
Jan 2005
1a, 3a, 3b
DFP
On-going
On-going

Writing:

Part-time writing resource teacher will be available to work with P46 grade students on portfolio style writings (pending funding).
Instructional
Funds
Title V Funds
SEEK
June
2004
District PD Funds
June
2005
District PD Funds
August
2004
On going
Title II
Fall 2004

All teachers will teach on-demand writing and continue to address
open response questions/techniques and track their progress.
1a, 3a, 3b
Certified Staff
August
2004
On going
SEEK

Teachers will model writing (drafting, revising, sharing) as a
demonstrator of processes as each type of writing is taught.
1a, 3a, 3b
Certified Staff
August
2004
On going
SEEK

SEEK
Certified Staff
August
2004
On going
Students will write for real audiences, publish a class anthology,
and publish in the local newspaper.

All fourth grade students will be provided with an adult mentor to
assist with the writing process throughout the year.
1a, 3a, 3b

Continue the ESS enrichment program for developing writing skills.

All grades will use KY Marker Papers and/or KY Writing Handbook
to gauge writing development.
Science:

The shift from textbook to kit based science programs will focus on
hands on activities that include observation activity, often designed
by students, aimed a real discovery, employing a wide range of
process skills and students hypothesizing to explain data will be a
School Consolidated Plan •
1a, 3a, 3b
Principal
August
2004
June
2005
SEEK
1a, 3a, 3b
ESS Staff
August
2004
On going
ESS Funds
August,
2004
On going
NA
August
2004
On going
Textbook Funds
Instructional
Funds
Certified Staff
1a, 3a, 3b
Component • Page 10 of 15 • Draft of 3/6/16
Certified Staff
part of all classroom science curriculums.

Students will focus on underlying concepts about how natural
phenomena are explained by questioning, thinking, problem solving,
using logic, planning inquiry, hypothesizing and inferring.
1a, 3a, 3b
Certified Staff
August
2004
On going
SEEK

Science units will integrate reading, writing, and math into science
classroom instruction.
1a, 3a, 3b
Certified Staff
August
2004
On going
SEEK

Science content in the primary classrooms will be integrated into
reading , math and practical living content.
1a, 3a, 3b
Certified Staff
August,
2004
On going
SEEK

Student evaluation will focus on scientific concepts, processes, and
attitudes.
1a, 3a, 3b
Certified Staff
August
2004
On going
SEEK

Master Teacher will be available to support and model scientific
processes, inquiry method and incorporate writing into the content
areas in elementary classrooms.
1a, 3a, 3b
Master
Teacher
Principal
August
2004
On going
SEEK
ARSI Funds
1a, 3a, 3b
Certified Staff
August
2004
On going
Textbook Fund
Instructional Fund
SEEK
Social Studies:

Activities will engage students in inquiry and problem solving
about significant human issues.

Students will participate in interactive cooperative classroom
study processes that bring together all ability levels.
1a, 3a, 3b
Certified Staff
August
2004
On going
SEEK

Social Studies will be integrated with other areas of the curriculum
in all classrooms except the accountability grade who will have a
consistent social studies time block.
1a, 3a, 3b
Certified Staff
August
2004
On going
SEEK

Fifth grade students will continue to receive economics instruction
from Econ and Me Unit.
1a, 3a, 3b
Fifth grade
teachers
August
2004
On going
SEEK

Students will have the opportunity to do Internet research and use
virtual learning sites to enhance social studies concepts.
1a, 3a, 3b
Certified Staff
August
2004
On going
Technology Funds
SEEK
1a, 1b, 3a,
3b
Principal
August,
2004
On going
District PD Funds

Teachers will participate in district social studies cadres.
School Consolidated Plan •
Component • Page 11 of 15 • Draft of 3/6/16

Teachers will use KY Performance Report to identify instructional
weaknesses and use data to design units that address gaps in
student achievement.
1a, 3a, 3b
Certified Staff
August,
2004
On going
PD Funds
SEEK

Teachers will encourage students to conduct an in-depth study of
possible social studies topics to be taught based on Core Content
and Program of Studies.
1a, 3a, 3b
Certified Staff
Principal
August,
2004
On going
NA

Teachers will explore the possibilities of purchasing and
implementing History Alive and Interact Materials.
August,
2004
On going
Textbook Funds
Instructional Funds
Arts/Humanities and Practical Living:

Local resource people will be utilized to strengthen arts/humanities
and practical living instruction.

1a, 3a
1a, 3a, 3b,
4a
Principal
August
2004
On going
NA
Principal
STLP
Facilitator
Principal
August
2004
On going
ESS Funds
Summer
2004
Summer
2007
PD Funds
Principal
Certified staff
Principal
PE Teacher
Music Teacher
Art Teacher
Classroom
Teachers
Principal
Certified Staff
August,
2004
On going
NA
Spring
2004
On going
NA
August,
2004
On going
NA
Principal
Staff
August
2004
June
2005
SEEK

A staff member will be selected to implement the STLP Program
and facilitate small group computer sessions after school.
1a, 3a, 5a

All teachers will be encouraged to attend arts/humanities summer
academies.
1a,2b,3a

Arts/Humanities teachers will utilize KET resource kits : Drama and
Dance toolkits to teach arts/humanities.
1a,2a,2b

All faculty responsible for teaching arts/humanities content(music,
art, drama, dance) will organize and present a culminating
performance at the end of each school year based on Core Content
activities.
1a,2b,3a

Practical Living/Vocational Studies Core Content will be integrated
into interdisciplinary standards based units and implemented in all
classrooms.
1a,3a,3b,
3c
School will determine when/how drama core content will be
implemented to address student performance in this area.
School Consolidated Plan •
Component • Page 12 of 15 • Draft of 3/6/16
Objective 3 Identified LES students will have access to additional assistance beyond their initial classroom instruction through Title I, ESS, Gifted/Talented, one-to-
one reading tutors, speech therapy, occupational therapy, physical therapy, mental health therapy, and services provided by the school nurse to reduce student learning
barriers.
Activity
Measure
Responsible
Person
Principal
ESS Staff
Service
Providers
Start
Date
August
2004
End Date
Continue to provide access to and enhance the above mentioned
services to assist students beyond the initial classroom instruction.
4a
Title I staff will be assigned to at-risk students to assist in meeting state
proficiency standards.
3a, 4a
Extended School Services will be available for all at risk students after
school two days per week and 18 days each summer.
3a, 4a
DARE Program will continue to be provided for all 6 th grade students by
local law enforcement officers.
3a, 4a
Special Needs students will be addressed through individual education
plans and gifted school service plans. Part-time special ed teacher will
provides services to special needs students.
3a, 4a
Cost
Title I Staff
Instructional
Assistants
ESS
Coordinator
Principal
ESS Staff
Principal
Local Law
Enforcement
Officers
Special Ed.
Staff
G/T Staff
August
2004
On going
FRC
Instructional
Funds
Title I Funds
IDEA Funds
Title I Funds
August
2004
On going
ESS Funds
Fall,
2005
On going
Title IV Funds
August,
2004
On going
G/T Funds
IDEA Funds
4a
Classroom
teacher
Counselor
Law
Enforcement
Officer
August
2004
On going
NA
4a
FRC
Coordinator
Mental Health
Therapist
Fall,
2004
On going
FRC Funds
Start
Date
End Date
On going
Fund Source
Discipline:

All students /teachers will receive classroom instruction concerning
bullying and harassment three times during the school year.
Mental Health:

Family Resource Center will continue to furnish a mental health
therapist one day per week (pending funding).
Objective 4: Use of technology as a learning tool will be reflected in student use/instruction.
Activity
Measure
Responsible
Person
School Consolidated Plan •
Component • Page 13 of 15 • Draft of 3/6/16
Cost
Fund Source
Through staff needs assessment, technology training needs will be
determined and scheduled.
A staff member will be trained to facilitate technology throughout the
school and implement the STLP Program with small group computer
sessions after school.
Teachers will research and incorporate student/ teacher uses of
technology to enhance and extend learning opportunities.
5a, 1b
Principal
July 2004
On going
PD Funds
5a, 1b
Principal
ESS Staff
August
2004
On going
PD Funds
5a
Principal
Staff
August
2004
On going
SEEK
Technology
Director
August
2004
On-going
KETS Fund
Responsible
Person
Principal
Counselor
Start
Date
August,
2004
End Date
On going
NA
Principal
Counselor
August,
2004
Sept
,2004
NA
Principal
Counselor
August
2004
Sept
2004
NA
School will continue to purchase, upgrade and maintain hardware and
software as determined by KETS plan.
Objective 5: Instructional time will be refined to allow for maximum student learning.
Activity
Measure
All students will receive a 120- minute language arts block and a 75
minute math block daily and other content areas will be addressed in
standards based units with adequate time provided to cover all Core
Content and Program of Studies bullets at each grade level.
6a
Schedules will be reviewed by the principal to ensure six (6) hours of
instructional time reflecting improvement plan components. Principal
and counselor will provide feedback to the faculty and assistance in
making scheduling adjustments.
Schedules will be reviewed to determine if all areas of core content for
instruction are reflected/implemented.
6a
General Fund
Cost
Fund Source
Objective 6: Student work samples will reflect evidence of varied instructional strategies to address individual student learning styles and frequent, rigorous
assessment opportunities that are aligned with performance standards/ indicators.
Activity
Measure
Responsible
Start
End Date
Cost
Fund Source
Person
Date
Principal will monitor classroom instruction and lesson plans to ensure
varied instructional strategies to address student learning styles, and
standards based units are being used during daily classroom instruction.
Classroom teachers will analyze student work samples to drive
instructional strategies and assessment opportunities.
Principal will monitor the use of standards based assessment in all
classrooms and will provide feedback to the faculty in a timely manner.
Faculty will document a minimum of 5 authentic assessment
opportunities per semester in all classrooms.
3a, 7a
Principal
August,
2004
On going
NA
3a, 7a
Certified Staff
On going
NA
3a, 7a
Principal
On going
NA
3a, 3c
Certified Staff
Principal
August
2004
August
2004
August
2004
On going
NA
Principal
Certified Staff
August
2004
On-going
NA
Teachers will continue to use and refine the Tuning Protocol to analyze
teacher made assessments
School Consolidated Plan •
Component • Page 14 of 15 • Draft of 3/6/16
Objective 8: Students will understand academic expectations and proficiency level requirements.
Activity
Measure
Responsible
Person
A district committee comprised of principals and teacher representatives
8a
Principals
from each school/grade level will develop exit standards for each grade
Certified Staff
level which will reflect mastery of standards and what each child needs to
Instructional
know to make successful transitions to the next level.
Supervisor
Students/parents will receive a written copy of the exit criteria for their
8a, 8b
Principal
grade level at the beginning of each school year.
Certified Staff
Parents will be made aware of student progress toward exit criteria
8a, 8b
Certified Staff
standards during the fall parent/teacher conference.
Start
Date
August
2002
End Date
Cost
Fund Source
Spring
2004
PD Funds
Fall,
2004
On going
NA
Fall,
2004
On going
NA
Objective 9: More LES parents will become involved in the development of their child’s educational plan through increased home/school communication.
Activity
Measure
Responsible
Start
End Date
Cost
Fund Source
Person
Date
FRC and PTO will recruit parents to attend the Commonwealth Institute
9a
FRC
Spring
On going
Prichard
for Parent Leadership each year.
Coordinator
2003
Committee Funds
PTO President
Parents will continue to enhance reading and math skills at home with
9a
Principal
August
On going
NA
the use of Lightspan equipment and materials for students in grade 3-6.
2002
Parents
School Consolidated Plan •
Component • Page 15 of 15 • Draft of 3/6/16